Templeton Unified School District

This strategic plan outlines the implementation of Positive Behavioral Interventions and Supports (PBIS) to establish a positive social culture across schools and districts. The framework focuses on improving student behavior outcomes through systemic district-wide support, school-wide strategies, and individualized interventions. Key features include fostering a positive school climate, allocating resources, providing ongoing professional development, defining positive social expectations, acknowledging positive behavior, ensuring consistent consequences, and utilizing data for decision-making. This represents a multi-year commitment with support provided over a three-year period to develop local capacity for sustainable implementation.

This strategic plan for Vineyard Elementary School, known as the School Plan for Student Achievement (SPSA), aims to increase student achievement by maximizing resources and aligning with state and federal programs. The plan is structured around three main goals: enhancing academic achievement for all students through a Multi-Tiered System of Support, cultivating a positive and inclusive campus culture to ensure student safety and connectedness, and implementing targeted improvements for struggling student groups to close achievement gaps.

The San Luis Obispo County Office of Education (SLOCOE) outlines its framework for providing training and support for the systemic implementation of a tiered positive social culture in schools. This Multi-tiered System of Support (MTSS) integrates Positive Behavior Supports and Interventions (PBIS) with social-emotional learning, trauma-informed practices, and restorative practices. The framework aims to improve student outcomes by establishing positive social culture through evidence-based practices at district and school levels, focusing on prevention, strong relationships, positive expectations, and data-driven decisions. SLOCOE commits to a multi-year support period to develop sustainable, high-fidelity implementation capacity.

This document outlines a multi-year program for installing, implementing, and sustaining Tier II/III Positive Behavioral Interventions and Supports (PBIS). The program provides extensive team training in Year 1 (24 hours) and continued training in subsequent years (12 hours) to address the needs of students requiring higher levels of support. Key components include identifying needs, developing and implementing interventions, evaluating fidelity and outcomes, and establishing robust intervention data teams. The program is designed to guide teams towards achieving a high level of implementation fidelity (70% TFI or better) and recognition for their PBIS efforts.

This strategic plan for Templeton High School aims to increase student achievement by maximizing resources and minimizing duplication of effort. Key focus areas include enhancing curriculum through a Multi-Tiered System of Support (MTSS) with evidence-based instructional strategies and targeted interventions, fostering a safe and inclusive school environment with clear support systems, and engaging community partners to improve academic outcomes for struggling student groups and close achievement gaps. The plan seeks to prepare students for college, career, and lifelong learning by ensuring all students succeed in reaching academic standards.